GACE Study Companion
®
History Assessment
For the most up-to-date information, visit the ETS GACE website at gace.ets.org.
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trademark of Educational Testing Service (ETS). Georgia Assessments for the Certification of
Educators, GACE, and the GACE logo are registered trademarks of the Georgia Professional
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Georgia Assessments for the Certification of Educators are administered under the authority
of the GaPSC; regulations and standards governing the program are subject to change without
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Table of Contents
Welcome to the GACE Study Companion ...............................................................................
4
Get Ready to Show What You Know .................................................................................
4
Know What to Expect .............................................................................................................
6
Familiarize Yourself with Test Questions ................................................................................
8
Understanding Selected-response Questions....................................................................
8
Understanding Constructed-response Questions .............................................................. 11
GACE Scores ......................................................................................................................... 12
What Your GACE Scores Mean ........................................................................................ 12
Determine Your Strategy for Success .................................................................................... 14
Would a Study Group Work for You? ................................................................................ 15
Develop Your Study Plan ........................................................................................................ 17
Review Smart Tips for Success .............................................................................................. 19
Smart Tips for Taking the Test .......................................................................................... 19
Check on Testing Accommodations ........................................................................................ 21
Do Your Best on Test Day ...................................................................................................... 22
Other Questions You May Have .............................................................................................. 24
About the Assessment ............................................................................................................ 26
Content Specifications....................................................................................................... 27
Test I Subareas ................................................................................................................. 28
Test I Objectives ............................................................................................................... 28
Test II Subareas ................................................................................................................ 31
Test II Objectives .............................................................................................................. 31
Approaches to Answering Selected-response Questions ........................................................ 34
Question Formats.............................................................................................................. 35
Practice Questions .................................................................................................................. 39
Answer Key and Rationales .................................................................................................... 50
Study Plan Sheet .................................................................................................................... 59
Preparation Resources ........................................................................................................... 60
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Welcome to the GACE Study Companion
Get Ready to Show What You Know
You have gained the knowledge and skills you need for your teaching career. Now you are
ready to demonstrate your abilities by taking the Georgia Assessments for the Certification of
Educators® (GACE®).
Using the GACE Study Companion is a smart way to prepare for the test so you can do your
best on test day. The Study Companion can help you stay on track and make the most efficient
use of your study time.
The Study Companion contains practical information and helpful tools including:
•
An overview of the assessments
•
Descriptions of different types of test questions
•
Information about scores and how to understand them
•
Test-taking tips and strategies
•
Frequently asked questions
•
Specific information about the assessment you are taking
•
Practice questions and explanations of correct answers
•
A study plan template
•
Additional resources to help you study
So where should you start?
Begin by reviewing the Study Companion in its entirety, paying particular attention to the content
specifications in About the Assessment beginning on page 26. The content specifications detail
the knowledge and skills to be measured on the assessment. These specifications are aligned
with the:
•
Common Core Georgia Performance Standards (CCGPS) — these standards are
available on the Georgia Department of Education website at www.doe.k12.ga.us
under Curriculum and Instruction
•
Content standards for Georgia’s state-approved educator preparation programs — see
Educator Preparation Rules in the Rules section on the Georgia Professional Standards
Commission (GaPSC) website at www.gapsc.com
To identify the areas you may need to study, go through the standards and note the specific
areas that you need to review.
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Once you have reviewed the Study Companion and the standards, you can create your own
personalized study plan and schedule based on your individual needs and how much time
you have before test day. Be sure to also seek other resources to strengthen your content
knowledge. See the Preparation Resources section of this Study Companion.
Keep in mind that study habits are individual. There are many different ways to successfully
prepare for your test. Some people study better on their own, while others prefer a group
setting. You may have more energy early in the day, but another test taker may concentrate
better in the evening. Use the Study Companion to develop the approach that works
best for you.
Your teaching career begins with preparation. Good luck!
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Know What to Expect
These questions and answers will give you an overview of the GACE assessments.
Why do I need to take a GACE assessment?
GACE is the educator certification assessment program for the state of Georgia. The purpose of
the GACE assessments is to help the Georgia Professional Standards Commission (GaPSC)
ensure that candidates have the knowledge and skills needed to perform the job of an educator
in Georgia’s public schools. Professionals serving in most public schools must hold a valid
certificate, appropriate to their field of employment.
Which assessments should I take?
Before you register for an assessment, identify which assessment(s) you need to take. Note
that some assessments contain more than one test, and that you will be required to pass all
of the tests within an assessment to meet the certification requirements. Educator testing
requirements for Georgia are available from the GaPSC website at www.gapsc.com under
Educator Assessment.
How do I find out what is covered on the assessment I need to take?
Each Study Companion contains the content specifications for the assessment that detail the
knowledge and skills to be covered. These specifications are aligned with the Common Core
Georgia Performance Standards and the content standards for Georgia’s state-approved
educator preparation programs.
What are the Common Core Georgia Performance Standards (CCGPS)?
The CCGPS is a set of core standards for kindergarten through high school in English language
arts, mathematics, and grades 6-12 literacy in science, history, social studies, and technical
subjects that have been formally adopted by Georgia and 44 other states, including the District
of Columbia (D.C.), and two territories, along with the Department of Defense Education
Activity. The CCGPS provide a consistent framework to prepare students for success in college
and the 21st century workplace.
What are the content standards for Georgia’s state-approved educator preparation
programs?
A set of content standards has been adopted by the GaPSC on which state-approved educator
preparation program providers prepare their candidates. These standards are adapted from
national content standards.
How are the GACE assessments administered?
All GACE assessments are administered via computer at specially equipped test centers
throughout Georgia, in neighboring states, and internationally.
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Where and when are the GACE assessments offered?
Test dates and test center locations are available on the GACE website at www.gace.ets.org.
When you register for a test, you can select the test center that is most convenient for you.
How do I get my scores?
Your scores are available through your ETS GACE testing account on the GACE website at
www.gace.ets.org on the score reporting date listed in the Registration Bulletin. Your test
results are released to you, the GaPSC, and your program provider, if you have one.
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Familiarize Yourself with Test Questions
The GACE assessments include several types of test questions, which can be broken into two
categories: objective items (for which you select or produce an answer that is scored either
correct or incorrect) and constructed response (for which you write or record a response of
your own that is scored by trained raters based on scoring guidelines). You may be familiar with
these question formats from taking other standardized tests. If not, familiarize yourself with them
so you don’t spend time during the test figuring out how to answer them.
Understanding Selected-response Questions
The majority of the questions in the GACE assessments are selected-response questions.
The single-question format presents a direct question or an incomplete statement. This type
of question may begin with the phrase “Which of the following . . .” Take a look at this example:
Which of the following is a flavor made from beans?
A.
B.
C.
D.
Strawberry
Cherry
Vanilla
Mint
How would you answer this question?
All of the answer options are flavors. Your job is to decide which of the flavors is the one made
from beans.
Try following these steps to select the correct answer.
1) Limit your answer to one of the options given. You may know that chocolate and coffee
are also flavors made from beans, but they are not listed. Rather than thinking of other
possible answers, focus only on the options given (“Which of the following . . .”).
2) Eliminate incorrect answers. You may know that strawberry and cherry flavors are
made from fruit and that mint flavor is made from a plant. That leaves vanilla as the only
possible answer.
3) Verify your answer. You can substitute “vanilla” for the phrase “Which of the following” and
turn the question into this statement: “Vanilla is a flavor made from beans.” This will help you
be sure that your answer is correct. If you’re still uncertain, try substituting the other options
to see if they make sense.
You may want to use this technique as you answer selected-response questions on the
practice tests.
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Try a more challenging example
The vanilla bean question is pretty straightforward, but you’ll find that more challenging
questions have a similar structure. For example:
Entries in outlines are generally arranged according to which of
the following relationships of ideas?
A.
B.
C.
D.
Literal and inferential
Concrete and abstract
Linear and recursive
Main and subordinate
You’ll notice that this example also contains the phrase “which of the following.” This phrase
helps you determine that your answer will be a “relationship of ideas” from the options provided.
You are supposed to find the option that describes how entries, or ideas, in outlines are related.
Sometimes it helps to put the question in your own words. Here, you could paraphrase the
question in this way: “How are outlines usually organized?” Since the ideas in outlines usually
appear as main ideas and subordinate ideas, the answer is D.
QUICK TIP  Don’t be intimidated by words you may not understand. It might be easy to be
thrown by words like “recursive” or “inferential.” Read carefully to understand
the question and look for an answer that fits. An outline is something you are
probably familiar with and expect to teach to your students. Remember to slow
down, and use what you know.
Watch out for selected-response questions containing “NOT,” “LEAST,” and “EXCEPT”
This type of question asks you to select the option that does not fit. You must be very careful
because it is easy to forget that you are selecting the negative. This question type is used in
situations in which there are several good solutions or ways to approach something, but also a
clearly wrong way.
How to approach questions about graphs, tables, or reading passages
Some questions include introductory information such as a map, table, graph, or reading
passage (often called a stimulus) that provides the information the question asks for. In the case
of a map or graph, you might want to read the question first, and then look at the map or graph.
In the case of a long reading passage, you might want to read the passage first, make notes
about places you think are important, and then review your notes and answer the question.
You may also encounter several questions that relate to a single table, graph, or reading
passage. There may also be a group of questions that has an initial stimulus that sets the scene
and provides information, with a second stimulus at some later point in the questions that
provides more information or a subsequent development.
The important thing is to be sure you answer the questions as they refer to the material
presented. Be sure to read each question carefully.
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How to approach other objective question formats
New formats for presenting information are developed from time to time. Tests may include
audio and video stimulus materials such as a movie clip or some kind of animation, instead
of a map or reading passage. Other tests may allow you to zoom in on the details in a graphic
or picture. Pay attention to the directions on each screen to be sure you understand how the
information is being presented for each question or group of questions.
Tests may also include interactive types of questions. These questions take advantage of
technology to assess knowledge and skills that go beyond what can be assessed using
standard single-selection selected-response questions. If you see a format you are not familiar
with, read the directions carefully. The directions always give clear instructions on how you
are expected to respond.
The interactive question types may ask you to respond by:
•
Typing in an entry box. When the answer is a number, you might be asked to enter a
numeric answer or, if the test has an on-screen calculator, you might need to transfer the
calculated result from the calculator into the entry box. Some questions may have more
than one place to enter a response.
•
Clicking check boxes. You may be asked to click check boxes instead of an oval when
more than one option within a set of answers can be selected.
•
Clicking parts of a graphic. In some questions, you will choose your answer by clicking
on location(s) on a graphic such as a map or chart, as opposed to choosing from a list.
•
Clicking on sentences. In questions with reading passages, you may be asked to
choose your answer by clicking on a sentence or sentences within the reading passage.
•
Dragging and dropping answer options into “targets” on the screen. You may be
asked to choose an answer from a list and drag it into the appropriate location in a table,
paragraph of text, or graphic.
•
Selecting options from a drop-down menu. This type of question will ask you to select
the appropriate answer or answers by selecting options from a drop-down menu (e.g., to
complete a sentence).
Remember that with every question, you will get clear instructions on how to respond. See the
GACE Computer-delivered Testing Demonstration on the GACE website to learn how a GACE
test works and see examples of some of the types of questions you may encounter.
QUICK TIP  Don’t make the questions more difficult than they are. Don’t read for
“hidden meanings” or “tricks.” There are no “trick questions” on the GACE
assessments. They are intended to be serious, straightforward tests of
your knowledge.
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Understanding Constructed-response Questions
Constructed-response questions require you to demonstrate your knowledge in a subject area
by providing in-depth explanations on particular topics. Essay, problem-solving, and oralresponse are types of constructed-response questions.
For example, an essay or oral-response question might present you with a topic and ask you
to discuss the extent to which you agree or disagree with the opinion stated. You must support
your position with specific reasons and examples from your own experience, observations,
or reading.
Take a look at a few sample essay topics:
•
“Celebrities have a tremendous influence on the young, and for that reason, they have a
responsibility to act as role models.”
•
“We are constantly bombarded by advertisements — on television and radio, in
newspapers and magazines, on highway signs, and the sides of buses. They have
become too pervasive. It’s time to put limits on advertising.”
•
“Advances in computer technology have made the classroom unnecessary, since
students and teachers are able to communicate with each other from computer terminals
at home or at work.”
Keep these things in mind when you respond to a constructed-response question
1) Answer the question accurately. Analyze what each part of the question is asking you to
do. If the question asks you to describe or discuss, you should provide more than just a list.
2) Answer the question completely. If a question asks you to do three distinct things in your
response, you should cover all three things for the best score. No matter how well you
respond, you will not be awarded full credit if you do not answer the question completely.
3) Answer the question that is asked. Do not change the question or challenge the basis of
the question. You will receive no credit or a low score if you answer another question or if
you state, for example, that there is no possible answer.
4) Give a thorough and detailed response. You must demonstrate that you have a thorough
understanding of the subject matter. However, your response should be straightforward and
not filled with unnecessary information.
5) If your response is written, reread it. Check that you have written what you thought you
wrote. Be sure not to leave sentences unfinished or omit clarifying information.
QUICK TIP  Scratch paper and pencils will be provided at the test center. You may find
that it helps to take notes on this scratch paper about each of the details of the
question so that you don’t miss any of them. Then you’ll be sure to have all of
the information you need to answer the question.
For more detailed information on constructed-response scoring, see Understanding Your
GACE® Scores in the Scores section of the GACE website at www.gace.ets.org.
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GACE Scores
Of course, passing the GACE assessments is important to you, so you need to understand what
those scores mean and what the Georgia state standards are.
How do I know if I passed?
All GACE test results, with the exception of the Assessment of Sign Communication – American
Sign Language (ASC–ASL), are reported as scaled scores with a scale of 100 to 300. The
ASC–ASL is assigned ratings of A to E. Your official score report will indicate how you
performed on the test as a whole and whether or not you passed.
IMPORTANT NOTE: For assessments composed of more than one test, you must pass all tests
for that assessment to meet the certification requirements.
What Your GACE Scores Mean
You received your score report. Now what does it mean? It’s important to interpret your score
report correctly and to know what to do if you have questions about your scores.
Visit the Scores section of the GACE website to see a sample score report and to access
Understanding Your GACE® Scores, a document that provides additional information on how to
read your score report.
Put your scores in perspective
Your score report indicates:
•
the date of the test administration
•
your scaled score
•
pass/not pass determination
•
number of scored questions
•
number of questions answered correctly
•
number of scored questions in each subarea
•
number of questions answered correctly in each subarea
•
points possible for constructed-response questions (if your test includes a constructedresponse section)
•
points earned for constructed-response questions
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If an assessment consists of more than one test, the following data will be provided if you have
ever taken any of the other tests:
•
highest score to date on the test (status, scaled score, and date taken)
•
passing status based on the highest scaled score for each of the tests
If you have previously taken the same assessment or other assessments, your score report will
also list the highest score you earned on each assessment.
Score scale changes
ETS updates GACE assessments on a regular basis to ensure they accurately measure the
knowledge and skills that are required for certification. Updated assessments cover the same
content as the previous assessments. However, scores might be reported on a different scale,
so requirements may vary between the new and previous versions. All scores for previous,
discontinued assessments are valid and reportable for 50 years.
Understanding Your GACE® Scores, found in the Scores section of the GACE website at
www.gace.ets.org, will help you interpret your scores.
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Determine Your Strategy for Success
Effective test preparation doesn’t just happen. You’ll want to set clear goals and deadlines for
yourself along the way. Otherwise, you may not feel ready and confident on test day.
1) Learn what the assessment covers
You may have heard that there are several different versions of the same test. It’s true. You
may take one version of the test and your friend may take a different version. Each test has
different questions covering the same subject area, but both versions of the test measure the
same skills and content knowledge.
You’ll find specific information on the test you’re taking in the About the Assessment section
of each Study Companion, which outlines the content areas that the test measures and what
percentage of the test covers each area. Visit the GACE website at www.gace.ets.org for
information on other GACE assessments.
2) Assess how well you know the content
Research shows that test takers tend to overestimate their preparedness — this is why some
test takers assume they did well and then are surprised to find out they did not pass.
The GACE assessments are demanding enough to require serious review of likely content, and
the longer you’ve been away from the content the more preparation you will most likely need. If
it has been longer than a few months since you’ve studied your content area, make a concerted
effort to prepare.
3) Collect study materials
Gathering and organizing your materials for review are critical steps in preparing for the GACE
assessments. Consider the following reference sources as you plan your study:
•
Did you take a course in which the content area was covered?
•
Do you still have your books or your notes?
•
Does your college library have a good introductory college-level textbook in this area?
•
Does your local library have a high school-level textbook?
Study Companions are available for all GACE assessments in the Test Prep section of the
GACE website at www.gace.ets.org. Each Study Companion provides a combination of test
preparation and practice, including sample questions and answers with explanations.
4) Plan and organize your time
You can begin to plan and organize your time while you are still collecting materials. Allow
yourself plenty of review time to avoid cramming new material at the end. Here are a few tips:
•
Choose a test date far enough in the future to leave you plenty of preparation time. See
information on test dates on the GACE website at www.gace.ets.org.
•
Work backward from that date to figure out how much time you will need for review.
•
Set a realistic schedule — and stick to it.
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5) Practice explaining the key concepts
Those GACE assessments with constructed-response questions assess your ability to explain
material effectively. As a teacher, you’ll need to be able to explain concepts and processes to
students in a clear, understandable way. What are the major concepts you will be required to
teach? Can you explain them in your own words accurately, completely, and clearly? Practice
explaining these concepts to test your ability to effectively explain what you know.
6) Understand how questions will be scored
Scoring information can be found in the Scores section of the GACE website at
www.gace.ets.org.
7) Develop a study plan
A study plan provides a roadmap to prepare for the GACE assessments. It can help you
understand what skills and knowledge are covered on the test and where to focus your
attention. Use the blank study plan template in the back of this Study Companion to organize
your efforts.
And most importantly — get started!
Would a Study Group Work for You?
Using this Study Companion as part of a study group
People who have a lot of studying to do sometimes find it helpful to form a study group with
others who are working toward the same goal. Study groups give members opportunities
to ask questions and get detailed answers. In a group, some members usually have a better
understanding of certain topics, while others in the group may be better at other topics. As
members take turns explaining concepts to each other, everyone builds self-confidence.
If the group encounters a question that none of the members can answer well, the group can go
to a teacher or other expert and get answers efficiently. Because study groups schedule regular
meetings, members study in a more disciplined fashion. They also gain emotional support. The
group should be large enough so that various people can contribute various kinds of knowledge,
but small enough so that it stays focused. Often, three to six members is a good size.
Here are some ways to use this Study Companion as part of a study group:
•
Plan the group’s study program. Parts of the study plan template can help to
structure your group’s study program. By filling out the first five columns and sharing
the worksheets, everyone will learn more about your group’s mix of abilities and about
the resources, such as textbooks, that members can share with the group. In the sixth
column (“Date planned to study this content”), you can create an overall schedule for
your group’s study program.
•
Plan individual group sessions. At the end of each session, the group should decide
what specific topics will be covered at the next meeting and who will present each topic.
Use the content subareas and objectives in the About the Assessment section to select
topics, and then select practice questions.
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•
Prepare your presentation for the group. When it’s your turn to present, prepare
something that is more than a lecture. Write two or three original questions to pose to
the group. Practicing writing actual questions can help you better understand the topics
covered on the test as well as the types of questions you will encounter on the test. It will
also give other members of the group extra practice at answering questions.
•
Take a practice test together. The idea of a practice test is to simulate an actual
administration of the test, so scheduling a test session with the group will add to the
realism and may also help boost everyone’s confidence. Remember, if you take a
practice test, allow only the time that will be allotted for that test on your administration
day. You can use the questions in this Study Companion for your practice test.
•
Learn from the results of the practice test. Check each other’s answers. An answer
key for the selected-response questions with explanations for the answers is included in
this Study Companion. If your test includes constructed-response questions, look at the
constructed-response sample questions, which contain sample responses to those types
of questions and shows how they were scored. Then try to follow the same guidelines
that the test raters use.
−
Be as critical as you can. You’re not doing your study partner a favor by letting
him or her get away with an answer that does not cover all parts of the question
adequately.
−
Be specific. Write comments that are as detailed as the comments about the
sample responses. Indicate where and how your study partner is doing an
inadequate job of answering the question. Writing notes for your study partner
may also help.
−
Be supportive. Include comments that point out what your study partner got right
and that therefore earned them points.
Then plan one or more study sessions based on aspects of the questions on which group
members did not perform well. For example, each group member might be responsible for
rewriting one paragraph of a response in which someone else did an inadequate job.
Whether you decide to study alone or with a group, remember that the best way to prepare is to
have an organized plan. The plan you follow should set goals based on specific topics and skills
that you need to learn, and it should commit you to a realistic set of deadlines for meeting these
goals. Then you need to discipline yourself to stick with your plan and accomplish your goals
on schedule.
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Develop Your Study Plan
Developing a study plan helps you prepare for the GACE assessments. A blank study plan
worksheet is available in the back of this Study Companion. You can use this worksheet to:
1. Define Content Areas: List the most important content areas for your test as defined in
About the Assessment beginning on page 26.
2. Determine Strengths and Weaknesses: Identify where you have thorough
understanding and where you need additional study in each content area.
3. Identify Resources: Identify the books, courses, and other resources you plan to use to
study for each content area.
4. Study: Create and commit to a schedule that provides for regular study periods.
Below is an example of a completed study plan that may help you get started with your own.
GACE Test Name:
GACE Test Code:
I am taking the test on:
Reading
117
October 25, 2014
Literal Comprehension
Content
covered
Description of
content
How well do
I know the
content?
(scale 1–5)
What
resources do I
have/need for
studying this
content?
Where can I find
the resources
I need?
Date
planned to
study this
content
Date
completed
Main Ideas
Identify summaries
or paraphrases of
main idea or primary
purpose of reading
section
2
Middle school
English text
book
College library,
middle school
teacher
9/15/14
9/15/14
Supporting
Ideas
Identify summaries
or paraphrases of
supporting ideas
and specific details
in reading selection
2
Middle school
English text
book
College library,
middle school
teacher
9/17/14
9/17/14
Organization
Identify how
reading selection is
organized in terms
of cause/effect and
compare/ contrast
3
Middle and high
school English
text book
College library,
middle and high
school teachers
9/20/14
9/21/14
Organization
Identify key
transition
words/phrases in
reading selection
and how used
4
Middle and high
school English
text book
College library,
middle and high
school teachers
9/25/14
9/26/14
Vocabulary in
Context
Identify meanings
of words as used in
context of reading
selection
3
Middle and high
school English
text book,
dictionary
College library,
middle and high
school teachers
9/25/14
9/27/14
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Critical and Inferential Comprehension
Content
covered
Description of
content
What
resources do I
have/need for
studying this
content?
How well do
I know the
content?
(scale 1–5)
Where can I find
the resources
I need?
Date
planned to
study this
content
Date
completed
Evaluation
Determine
whether evidence
strengthens,
weakens, or
is relevant to
arguments in
reading selection
5
High school text
book, college
course notes
College library,
course notes,
high school
teacher, college
professor
10/1/14
10/1/14
Evaluation
Determine role
that an idea,
reference, or
piece of information
plays in author’s
discussion/argument
5
High school text
book, college
course notes
College library,
course notes,
high school
teacher, college
professor
10/1/14
10/1/14
Evaluation
Determine if
information
presented is fact
or opinion
4
High school text
book, college
course notes
College library,
course notes,
high school
teacher, college
professor
10/1/14
10/1/14
Evaluation
Identify relationship
among ideas
presented in reading
selection
2
High school text
book, college
course notes
College library,
course notes,
high school
teacher, college
professor
10/1/14
10/1/14
Inferential
Reasoning
Determine logical
assumptions on
which argument or
conclusion is based
3
High school text
book, college
course notes
College library,
middle and high
school teachers
10/8/14
10/8/14
Inferential
Reasoning
Determine author’s
attitude toward
materials discussed
in reading selection
2
High school text
book, college
course notes
College library,
middle and high
school teachers
10/8/14
10/8/14
Inferential
Reasoning
Determine author’s
attitude toward
materials discussed
in reading selection
1
High school text
book, college
course notes
College library,
middle and high
school teachers
10/17/14
10/18/14
Generalization
Recognize or predict
ideas/situations that
are extensions of, or
similar to, what has
been presented in
reading selection
2
High school text
book, college
course notes
College library,
middle and high
school teachers
10/17/14
10/18/14
Generalization
Draw conclusions
from materials
presented in reading
selection
3
High school text
book, college
course notes
College library,
middle and high
school teachers
10/23/14
10/23/14
Generalization
Apply ideas
presented in a
reading selection to
other situations
3
High school text
book, college
course notes
College library,
middle and high
school teachers
10/23/14
10/23/14
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GACE History Assessment Study Companion
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Review Smart Tips for Success
Learn from the experts. Take advantage of these answers to questions you may have and
practical tips to help you navigate the GACE assessment and make the best use of your time.
Should I guess?
Yes. Your score is based on the number of questions you answer correctly, with no penalty
or subtraction for an incorrect answer. When you don’t know the answer to a question, try to
eliminate any obviously wrong answers and then guess at the correct one. Try to pace yourself
so that you have enough time to carefully consider every question.
Can I answer the questions in any order?
Yes. You can go through the questions from beginning to end, as many test takers do, or you
can create your own path. Perhaps you will want to answer questions in your strongest area
of knowledge first and then move from your strengths to your weaker areas. You can use the
“Mark” function to note a question you want to come back to later. There is no right or wrong
way; use the approach that works best for you.
Are there trick questions on the test?
No. There are no hidden meanings or trick wording. All of the questions on the test ask about
subject matter knowledge in a straightforward manner.
Are there answer patterns on the test?
No. You might have heard this myth: The answers on selected-response tests follow patterns.
Another myth is that there will never be more than two questions with the same lettered answer
following each other. Neither myth is true. Select the answer you think is correct based on your
knowledge of the subject.
Can I write on the scratch paper I am given?
Yes. You can work out problems on the scratch paper provided to you by the test administrator,
make notes to yourself, or write anything at all. You may use your scratch paper in any way that
is useful to you, but be sure to enter your final answers on the computer. Your scratch paper will
be destroyed after you are finished with the assessment.
Smart Tips for Taking the Test
1. Skip the questions you find extremely difficult. Rather than trying to answer these on
your first pass through the test, leave them blank and mark them. Pay attention to the time
as you answer the rest of the questions on the test, and try to finish with 10 or 15 minutes
remaining so that you can go back over the questions you left blank. Even if you don’t know
the answer the second time you read the questions, see if you can narrow down the
possible answers, and then guess.
2. Keep track of the time. Keep an eye on the timer located in the upper right-hand corner
of the computer screen, and be aware of how much time you have left to complete your
test. You will probably have plenty of time to answer all of the questions, but if you find
yourself becoming stuck on one question, you might decide to move on and return to that
question later.
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GACE History Assessment Study Companion
19
3. Read all of the possible answers before selecting one. Then, reread the question to
be sure the answer you have selected really answers the question. Remember, a question
that contains a phrase such as “Which of the following does NOT …” is asking for the one
answer that is NOT a correct statement or conclusion.
4. Check your answers. If you have extra time left over at the end of the test, look over each
question and make sure that you have answered it as you intended. Many test takers make
careless mistakes that they could have corrected if they had checked their answers.
5. Don’t worry about your score when you are taking the test. No one is expected to
answer all of the questions correctly. Your score on this test is not analogous to your score
on other similar-looking (but in fact very different!) tests. It doesn’t matter on the GACE
assessments whether you score very high or barely pass. If you meet the minimum passing
scores along with any other requirements for obtaining teaching certification, you will receive
a license. In other words, what matters is meeting the minimum passing score.
6. Use your energy to take the test, not to get angry at it. Getting angry at the test only
increases stress and decreases the likelihood that you will do your best. Highly qualified
educators and test development professionals, all with backgrounds in teaching and
educational leadership, worked diligently to make the test a fair and valid measure of your
knowledge and skills. The best thing to do is concentrate on answering the questions.
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Check on Testing Accommodations
What if I have a disability or health-related need?
If you have a disability or health-related need, you may wish to apply for testing
accommodations. ETS is committed to serving test takers with disabilities or health-related
needs by providing services and accommodations that are reasonable and appropriate
given the purpose of the test. Testing accommodations are available for test takers with
disabilities or health-related needs who meet ETS requirements. If you are requesting testing
accommodations, you must register by mail or fax through ETS Disability Services and
have your accommodations approved before you register to test.
The 2013–14 Bulletin Supplement for Test Takers with Disabilities or Health-related Needs
for GACE® assessments contains contact information, procedures for requesting testing
accommodations, and registration forms. The Supplement should be used in conjunction with
the information in the GACE Registration Bulletin. The Supplement and the Registration Bulletin
can both be downloaded free of charge from the Testing Accommodations section of the GACE
website at www.gace.ets.org.
Disability documentation policy statements and forms are available through the ETS website at
www.ets.org/disabilities/documentation. You should also see Tips for Test Takers with
Disabilities at www.ets.org/disabilities/tips.
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Do Your Best on Test Day
You followed your study plan. You are ready for the test. Now it’s time to prepare for test day.
Plan to end your review a day or two before the actual test date so you avoid cramming. Take a
dry run to the test center so you’re sure of the route, traffic conditions, and parking. Most of all,
you want to eliminate any unexpected factors that could distract you from your ultimate goal —
passing the GACE assessment!
On the day of the test, you should:
•
be well-rested
•
wear comfortable clothes and dress in layers
•
eat before you take the test to keep your energy level up
•
bring valid and acceptable identification with you that contains your name, signature,
and photograph
•
be prepared to stand in line to check in or to wait while other test takers check in
•
select a seat away from doors, aisles, and other high-traffic areas
You can’t control the testing situation, but you can control yourself. Stay calm. Test
administrators are well trained and make every effort to provide uniform testing conditions, but
don’t let it bother you if the test doesn’t start exactly on time. You will be given the necessary
amount of time once it does start.
You can think of preparing for this test as training for an athletic event. Once you’ve trained,
prepared, and rested, give it everything you’ve got.
What items am I restricted from bringing into the test center?
You may not bring personal items into the test center such as:
•
cell phones, smartphones (e.g., Android™, BlackBerry®, iPhone®), tablets, PDAs, and
other electronic, listening, recording, or photographic devices
•
handbags, knapsacks, or briefcases
•
food or snacks of any kind
•
water bottles or canned or bottled beverages
•
study materials, books, or notes
•
pens, pencils, and scratch paper (the test administrator will provide pencils and
scratch paper)
•
tobacco
•
weapons of any kind
NOTE: All cell phones, smartphones, tablets, PDAs, and other electronic, listening, recording,
or photographic devices are strictly prohibited at the test center. If you are found to be in
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GACE History Assessment Study Companion
22
possession of any of these devices before, during, or after the test administration, your device
may be inspected and/or confiscated, and you will be dismissed from the test. Your test scores
will be canceled, and you will forfeit your test fees. For more information on what you can bring
to the test center, visit the On Test Day section of the GACE website at www.gace.ets.org.
Are You Ready?
Review this list to determine if you’re ready to take your assessment.
•
Do you know the Georgia testing requirements for your teaching field?
•
Have you followed all of the test registration procedures?
•
Do you know the topics that will be covered in each assessment you plan to take?
•
Have you reviewed any textbooks, class notes, and course readings that relate to the
topics covered?
•
Do you know how long the assessment will take and the number of questions it
contains?
•
Have you considered how you will pace your work?
•
Are you familiar with the types of questions that you may encounter during your
assessment?
•
Are you familiar with the recommended test-taking strategies?
•
Have you practiced by working through the practice questions in the Study Companion?
•
If constructed-response questions are part of your test, do you understand the scoring
criteria for these items?
•
If you are repeating a GACE assessment, have you analyzed your previous score report
to determine areas where additional study and test preparation could be useful?
If you answered “yes” to the questions above, your preparation has paid off. Now take the
GACE assessment, do your best, pass it — and begin your teaching career!
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Other Questions You May Have
Here is some supplemental information that can give you a better understanding of the
GACE assessments.
What is the purpose of the GACE assessments?
The purpose of the GACE assessments is to assure that candidates have the knowledge
and skills needed to perform the job of an educator in Georgia public schools. The GACE
assessments are aligned with state and national standards for educator preparation and with
state standards for the P–12 student curriculum — the Common Core Georgia Performance
Standards (CCGPS) — and the content standards for Georgia’s state-approved educator
preparation programs. In other words, each GACE assessment was developed by Georgia
educators to measure competency on what is taught in Georgia’s P-12 classrooms.
Who developed the GACE assessments?
Each GACE assessment was developed with diverse representation of Georgia educators
from across the state, including the participation of committees of Georgia educators, educator
preparation faculty, and other content and assessment specialists. This included individuals
from school systems, local schools, institutions of higher education (public and private), and
other stakeholders.
What do the GACE assessments measure?
Each GACE assessment consists of one or more tests designed to assess a candidate’s
knowledge and skills as required by the guidelines for Georgia educator certification.
Do some GACE assessments have more than one test?
Yes. Some GACE assessments do consist of more than one test. You may take each individual
test at separate administrations, or for assessments that offer a combined test format, you may
take the combined version at one administration. You must pass all tests within an assessment
to achieve certification.
What is certification?
Certification in any area — medicine, law, architecture, accounting, cosmetology, or
education — is an assurance to the public that the person holding the certification possesses
sufficient knowledge and skills to perform important occupational activities safely and effectively.
In the case of teacher certification, a certification tells the public that the individual has met
predefined competency standards for beginning teaching practice.
Because certification makes such a serious claim about its holder, certification tests are usually
quite demanding. In some fields, certification tests have more than one part and last for more
than one day. Candidates for certification in all fields plan intensive study as part of their
professional preparation. Some join study groups, while others study alone. Preparing to take a
certification test is, in all cases, a professional activity. Because it assesses the entire body of
knowledge for the field you are entering, preparing for a certification exam takes planning,
discipline, and sustained effort.
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How are the assessments updated to ensure the content remains current?
GACE assessments are reviewed regularly. During the first phase of review, ETS conducts
an analysis of relevant state and association standards and of the current test content. State
certification areas and the results of any relevant job analysis are also considered. If these
reviews indicate that the test content needs to be updated, a state advisory committee is
convened to develop revised test content specifications. New test questions are then produced
following the standard test development methodology.
How long will it take to receive my scores?
Unofficial scores for tests that contain only selected-response questions can be viewed at
the conclusion of the test. Official scores for these tests are reported approximately four
weeks later.
Score reporting dates for all testing windows can be found in the Scores section of the GACE
website at www.gace.ets.org and in the Registration Bulletin.
Can I access my scores online?
Viewing your scores is easy — simply log in to your ETS GACE testing account on the GACE
website at www.gace.ets.org and click on your score report.
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About the Assessment
Assessment Name
History
Grade Level
6–12
Test Code
Test I: 034
Test II: 035
Combined Test I and Test II: 534
Testing Time
Test I: 2 hours
Test II: 2 hours
Combined Test I and Test II: 4 hours
Test Duration
Test I: 2.5 hours
Test II: 2.5 hours
Combined Test I and Test II: 5 hours
Number of Selected-response Questions
Test I: 65
Test II: 65
Combined Test I and Test II: 130
Number of Constructed-response Questions
Test I: 0
Test II: 0
Combined Test I and Test II: 0
Test Format
Computer delivered
The GACE History assessment is designed to measure the professional knowledge of
prospective teachers of secondary school History in the state of Georgia.
This assessment includes two tests. You may take either test individually or the full assessment
in a single session. The testing time is the amount of time you will have to answer the questions
on the test. Test duration includes time for tutorials and directional screens that may be included
in the test.
The questions in this assessment assess both basic knowledge across content areas and the
ability to apply principles.
The total number of questions that are scored is typically smaller than the total number of
questions on the test. Most tests that contain selected-response questions also include
embedded pretest questions, which are not used in calculating your score. By including pretest
questions in the assessment, ETS is able to analyze actual test-taker performance on proposed
new questions and determine whether they should be included in future versions of the test.
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GACE History Assessment Study Companion
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Content Specifications
Each test in this assessment is organized into content subareas. Each subarea is further
defined by a set of objectives and their knowledge statements.
•
The objectives broadly define what an entry-level educator in this field in Georgia public
schools should know and be able to do.
•
The knowledge statements describe in greater detail the knowledge and skills eligible for
testing.
•
Some tests also include content material at the evidence level. This content serves as
descriptors of what each knowledge statement encompasses.
The following is a breakdown of the subareas and objectives for the tests in this assessment.
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Test I Subareas
Approx. Percentage
of Test
Subarea
I. World History to 1450 C.E.
40%
II. World History from 1450 C.E. to the Present
60%
Note: This examination uses the chronological designations B.C.E. (before the common era)
and C.E. (common era). These labels correspond to B.C. (before Christ) and A.D. (anno Domini),
which are used in some world history textbooks. The test also contains questions about
whether students possess thinking skills that are specifically historical in nature; e.g., knowing
the difference between primary and secondary sources and how chronology influences
understanding of cause and effect.
Test I Objectives
Subarea I: World History to 1450 C.E.
Objective 1: Knows political, economic, social, and cultural developments in World history to
1450 C.E.
The beginning History teacher:
A. Knows world geography and how global climatic and environmental factors shape
human history
B. Knows the characteristics and structures of hunting-and-gathering societies and the shift
that occurred with the Neolithic Revolution circa 8000 B.C.E.
C. Understands the significance of early river valley civilizations in the period circa
8000–1000 B.C.E. and in the Americas in the period 2000 B.C.E.–1500 C.E.
D. Understands the rise and significance of, and interactions among, the
classical civilizations of Greece, Rome, Persia, India, and China in the period
1000 B.C.E.–500 C.E.
E. Understands the spread of Hinduism, Confucianism, Buddhism, Judaism, Christianity,
and Islam
F. Knows the collapses of empires (e.g., Han China, Western Roman Empire, Gupta) in the
period circa 200–600 C.E.
G. Understands the formation of new empires and political systems in the period circa
450–1450 C.E. including Byzantine, Mongol, African, and Mesoamerican
H. Understands the spread of Islam and its impact on political, social, and economic
systems in the period circa 600–1450 C.E.
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28
I.
Knows the economic, political, and cultural developments in medieval Europe in the
period circa 600–1450 C.E. and their global impacts
J. Understands the emergence, function, and effects of interregional networks
(e.g., the Silk Roads, Mediterranean Sea trade, trans-Saharan trade) in the period
circa 1–1450 C.E.
Subarea II: World History from 1450 C.E. to the Present
Objective 1: Knows political, economic, social, and cultural developments in World history from
1450 C.E. to the Present
The beginning History teacher:
A. Knows the causes and major events of European exploration and colonization in the
period 1450–1750 C.E., and the global economic and cultural impact of the Columbian
Exchange; e.g., global political competition, trade, technological, and biological
exchanges
B. Knows the origins, development, and contributions of major new political entities in
various parts of the world in the period 1450–1750 C.E.; e.g., the Ottoman Empire, the
Safavid Empire, the Mughal Empire
C. Knows the main characteristics and global economic, social, and cultural effects of the
Atlantic, trans-Saharan, and East African slave trade circa 1400–1880 C.E.
D. Knows the characteristics and significance of the Renaissance and the Reformation
E. Knows the characteristics and significance of absolutism, the Enlightenment, and the
Scientific Revolution
F. Understands the causes, major events, and effects of the Industrial Revolution
1750–1914
G. Knows the causes, major events, and effects of political revolutions, unifications, and
independence movements in the period 1750–1914; e.g., United States, France, Haiti,
Latin America
H. Knows the causes, major events, and indigenous reactions to Western nationalism,
imperialism, and colonization in the period 1840–1945
I.
Understands the main causes, major events, and major political effects of the First and
Second World Wars
J. Knows the social, cultural, scientific, and artistic transformations of the period 1900-1945
K. Understands the main causes, major events, and global effects of the rise of
communism and of the Cold War in the period 1945–1989; e.g., North Korea, Cuba,
Congo
L. Understands the role of international organizations and the evolution of regional
economic blocs in the 20th century; e.g., United Nations, North American Free Trade
Agreement, European Union
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M. Knows the main causes, major events, and effects of decolonization and nationalist
movements in sub-Saharan Africa, North Africa, the Middle East, South Asia, and
Southeast Asia in the period circa 1890−1990; e.g., India, Algeria, South Africa
N. Understands the rising prominence of women in politics in the 20th century
O. Knows the causes and global effects of the collapse of communism in Europe and the
breakup of the Soviet Union
P. Knows the global economic and technological changes in the late 20th and early 21st
centuries (e.g., new patterns of migration, transnational corporations, global popular
culture)
Q. Understands the major genocides of the 20th century; e.g., the Holocaust, Soviet mass
murders, Rwanda
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Test II Subareas
Approx. Percentage
of Test
Subarea
I. United States History to 1877
40%
II. United States History from 1877 to the Present
40%
III. History of Georgia
20%
Note: This examination uses the chronological designations B.C.E. (before the common era)
and C.E. (common era). These labels correspond to B.C. (before Christ) and A.D. (anno Domini),
which are used in some world history textbooks. The test also contains questions about whether
students possess thinking skills that are specifically historical in nature; e.g., knowing the
difference between primary and secondary sources and how chronology influences
understanding of cause and effect.
Test II Objectives
Subarea I: United States History to 1877
Objective 1: Knows political, economic, social, and cultural developments in United States
history to 1877
The beginning History teacher:
A. Knows North American geography, peoples, and cultures prior to European colonization
B. Understands the interactions between humans and the environment throughout North
American history
C. Knows the reasons European colonies in North America were founded and how imperial
and political conflicts and indigenous interests shaped the colonies’ political and social
development
D. Knows the demographic and economic development of the British colonies in North
America
E. Knows the economic, social, and cultural effects of slavery in the British American
colonies and in the antebellum United States
F. Understands the major causes and events of the American Revolution
G. Understands the successes and failures of the Articles of Confederation and the context
that led to the writing and adoption of the United States Constitution and Bill of Rights
H. Knows the major political developments in the United States during the presidential
administrations of George Washington, Thomas Jefferson, and Andrew Jackson from
the 1790s until the Civil War
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I.
Understands the causes and effects of United States territorial expansion and the growth
of sectionalism in the 19th century
J. Understands the market economy’s emergence, development, and effects in the United
States in the first half of the 19th century
K. Understands the causes and effects of reform movements and religious movements in
the antebellum United States; e.g., women’s rights, abolition of slavery, temperance
L. Understands the causes and major events of the Civil War
M. Knows the legal, political, and social dimensions of Reconstruction to 1877
Subarea II: United States History from 1877 to the Present
Objective 1: Knows political, economic, social, and cultural developments in United States
history from 1877 to the Present
The beginning History teacher:
A. Understands how and why industrialization, urbanization, and immigration shaped the
development of the United States in the 19th and early 20th centuries
B. Knows the global patterns and effects of United States imperialism in the late 19th and
early 20th centuries
C. Knows regional developments in the United States (e.g., Jim Crow laws, American
Indian policies) in the late 19th and early 20th centuries
D. Understands the changes in the politics, economy, and society of the United States
resulting from Gilded Age and Progressive Era reforms
E. Understands the causes, major events, and effects of participation in the First World War
on United States politics, society, and culture
F. Knows the political, social, economic, cultural, and demographic changes that occurred
in the United States in the 1920s
G. Knows the causes and effects of the Great Depression
H. Knows the goals and programs of the New Deal and their effect on government, politics,
the economy, and society
I.
Knows the causes, major events, and effects of participation in the Second World War
on United States politics, society, and culture
J. Knows the origins, development, and effects of the Cold War both abroad and
domestically
K. Knows the causes, major events, and effects of the movements for civil rights by African
Americans and other groups (e.g., women, Hispanics, American Indians) in the 20th
century
L. Understands the social changes in the United States from the 1940s to the 1970s; e.g.,
the baby boom, counterculture, the sexual revolution
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M. Knows the major social policy initiatives and political movements in the United States
since the Second World War; e.g., the Great Society, the Reagan Revolution
N. Understands the global technological changes in the late 20th and early 21st centuries
and their effects on the United States
O. Understands the economic changes in the late 20th and early 21st centuries and their
effects on the United States
P. Understands the changing role of the United States in the post-Cold War world
Subarea III: History of Georgia
Objective 1: Knows political, economic, social, and cultural developments in the history of
Georgia to 1877
The beginning History teacher:
A. Knows Native American cultures in Georgia prior to the European colonization and initial
European exploration of Georgia
B. Knows the reasons the colony of Georgia was founded and how it developed
C. Knows the role of Georgia in the American Revolution
D. Understands the Georgia Constitution of 1777, Georgia’s history under the Articles of
Confederation, and Georgia’s role at the Constitutional Convention of 1787
E. Understands the factors that affected the development of Georgia as part of the growth
of the United States between 1789 and 1840
F. Knows the impact of the Civil War and Reconstruction on Georgia
Objective 2: Knows political, economic, social, and cultural developments in the history of
Georgia from 1877 to Present
The beginning History teacher:
A. Knows the key political, social, and economic changes that occurred in Georgia between
1877 and 1918
B. Understands how events in the United States and the world during the period 1918-1941
shaped Georgia’s development economically, socially, and politically
C. Understands the impact of the Second World War on Georgia’s development
economically, socially, and politically
D. Knows the key post-World War II developments in Georgia from 1945 to 1970
E. Understands the role of Georgia in the modern civil rights movement
F. Understands the significant social, economic, political, and demographic changes in
Georgia since 1970
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Approaches to Answering Selected-response
Questions
The purpose of this section is to describe selected-response question formats that you will
typically see on the GACE assessments and to suggest possible ways to approach thinking
about and answering them. These approaches are intended to supplement and complement
familiar test-taking strategies with which you may already be comfortable and that work for you.
Fundamentally, the most important component in ensuring your success is familiarity with the
content that is covered on the assessment. This content has been carefully selected to align
with the knowledge required to begin a career as a teacher in the state of Georgia.
The questions on this assessment are designed to assess your knowledge of the content
described in the subareas and objectives in each test. In most cases, you are expected to
demonstrate more than just your ability to recall factual information. You may be asked to think
critically about the information, to analyze it, to compare it with other knowledge you have, or to
make a judgment about it.
The questions on this assessment are all selected-response questions. When you are ready to
respond, you must choose one of the answer options listed. You may also encounter some
questions that use alternate response types; e.g., questions that require you to select multiple
options, enter a numeric answer into a text box, or drag-and-drop options. Be sure to read
the directions carefully to ensure that you know what is required for each test question.
Leave no questions unanswered. Questions for which you mark no answer are counted as
incorrect. Your score will be determined by the number of questions for which you select the
correct answer.
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Question Formats
You may see the following types of questions on the test:
•
Single Questions
•
Clustered Questions
On the following pages, you will find descriptions of these commonly used question formats,
along with suggested approaches for responding to each type.
Single Questions
The single-question format presents a direct question or an incomplete statement. It can also
include a reading passage, a graphic, a table, or a combination of these features. The answer
options appear below the question.
The following question is an example of the single-question format.
Example
Which of the following is the most important consideration for students and teachers with
regard to students’ use of the Internet as a research tool?
A. The name of a website does not always give a clear indication of the contents of the site.
B. The rapid expansion of the Internet makes it difficult to obtain the very latest
information on a given topic.
C. Different search engines use different formulas for matching websites to search strings.
D. Much of the information on the Internet has not been reviewed and verified by experts in
relevant fields.
Suggested Approach
Read the question carefully and critically. Think about what the question is asking and the
situation it is describing. Eliminate any obviously wrong answers, select the correct answer
choice, and mark your answer.
The question in the example above addresses students’ use of the Internet as a research tool.
Since there are few controls over what information may be posted on the Internet and by whom,
information obtained through this medium cannot be assumed to be accurate. Therefore,
students who are using the Internet as a research tool must be made aware of the importance
of consulting sources that have been reviewed by experts to verify the accuracy of any
information obtained. Therefore, option D is the single best answer.
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With regard to the other responses, it is true that the name of a website may not accurately
represent the information it presents (option A), and it is also true that search engines use
different formulas for matching websites to search strings (option C). While these issues may
affect the ease of locating information, they are not relevant to the more critical issue of
accuracy. With regard to option B, the question of whether students have located the very latest
information, which may or may not be substantiated, is less important than whether they have
consulted a variety of up-to-date, accurate resources in a variety of media.
Clustered Questions
Clustered questions are made up of a stimulus and two or more questions relating to the
stimulus. The stimulus material may be a reading passage, a sample of student work, a
description of a student and/or program, a graphic, a table, or any other information needed to
answer the questions that follow.
You can use several different approaches to respond to clustered questions. Some commonly
used strategies are listed below.
Strategy 1
Skim the stimulus material to understand its purpose, its arrangement, and/or
its content. Then read the questions and refer again to the stimulus material to
obtain the specific information you need to answer the questions.
Strategy 2
Read the questions before considering the stimulus material. The theory
behind this strategy is that the content of the questions will help you identify the
purpose of the stimulus material and locate the information you need to answer
the questions.
Strategy 3
Use a combination of both strategies. Apply the “read the stimulus first”
strategy with shorter, more familiar stimuli and the “read the questions first”
strategy with longer, more complex, or less familiar stimuli. You can experiment
with the sample questions in this Study Companion and then use the strategy
with which you are most comfortable when you take the actual test.
Regardless of which strategy you choose, you should read the stimulus carefully and critically.
You may want to note its important points to help you answer the questions.
As you consider questions set in educational contexts, try to enter into the identified teacher’s
frame of mind and use that teacher’s point of view to answer the questions that accompany the
stimulus. Be sure to consider the questions only in terms of the information provided in the
stimulus — not in terms of your own experiences or individuals you may have known.
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Example
First read the stimulus (a description of a class activity planned by a teacher).
Use the information below to answer the questions that follow.
A science teacher and a computer teacher work with the same group of eighth graders. The
teachers will be addressing some related content with these students, so they agree to create
an interdisciplinary unit with coordinated instruction between the two classes.
Now you are prepared to address the first of the two questions associated with this stimulus.
1.
The teachers begin planning the interdisciplinary unit by deciding on student learning goals
that both teachers will emphasize in their classrooms. Before beginning the unit, the
teachers should answer which of the following questions to ensure the unit is as effective
and well coordinated as possible?
A. How should the topic coverage be sequenced and paced during the unit?
B. How much time should be devoted to individual, small-group, and whole-class
instruction during the unit?
C. What methods should be communicated with parents about learning expectations?
D. What presentation methods and teaching styles should be used during the unit?
Suggested Approach
Read the question carefully and critically. Think about the question that is being asked.
Eliminate any obviously wrong answers, select the correct answer choice, and mark
your answer.
This question tests understanding of effective collaborative practices. The teachers have agreed
on their learning goals for students. Now they need to agree on the sequence and pace of
instruction (option A) so that students will be able to build on previously presented content as
new content is taught. Students will be much more likely to understand the topic of any given
lesson if they are able to fit the new information into a framework of existing knowledge.
Therefore, option A is the single best answer.
None of the other responses addresses ways to coordinate instruction effectively. Once
the teachers have agreed on student learning goals and on the sequence and pace of
topic coverage, students will be able to benefit from instruction whether or not the teachers
coordinate their grouping practices (option B) or employ similar presentation methods and
teaching styles (option D). With regard to option C, communicating learning expectations with
parents is irrelevant to how well the two teachers are coordinated.
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Now you are ready to answer the second question.
2.
The teachers wish to ensure that their unit will proceed smoothly. They can most likely
achieve this goal by using which of the following strategies?
A. Create a plan before the unit begins specifying the learning activities that will occur in
each teacher’s classroom each day
B. Make arrangements to meet on a regular basis to discuss how the unit is progressing and
to address any issues that may arise
C. Identify before the unit begins any teacher tasks that will need to be performed during
the unit and assign each task to a teacher
D. Make arrangements to collaboratively create all lesson plans that will be used in both
classrooms throughout the unit
Suggested Approach
Again, carefully consider the information presented in the stimulus, and then read the second
question, which focuses on the principles of effective collaboration in an interdisciplinary
teaching situation. Ongoing communication is essential so that the teachers can share
information about and identify ways to address such issues as unanticipated directions
students’ interests have taken, concepts students are having trouble with, and so forth.
Establishing a regular meeting schedule to discuss progress and make necessary adjustments
(option B) is an effective means of ensuring that such communication will occur. Therefore,
option B is the single best answer.
None of the other strategies listed would facilitate the ongoing exchange of information
necessary to address issues that arise as the unit proceeds. Because teachers are unlikely
to accurately predict the specific issues that will arise during a unit, brainstorming teacher
responses prior to beginning the unit (option A) would most likely be an inefficient use
of planning time. Jointly creating all lesson plans in advance (option D) would not allow the
flexibility necessary to adapt activities and lessons to changing circumstances and would also
require a large and unnecessary investment of the teachers’ time. While identifying and
assigning specific teacher roles ahead of time (option C) might increase efficiency, it would not
enhance the teachers’ ability to address student learning issues effectively as they arise.
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Practice Questions
This section presents some sample questions for you to review as part of your preparation for
the assessment. You will probably find it helpful to simulate actual testing conditions. A correct
answer and a rationale for each sample test question can be found in the section following the
sample questions.
Keep in mind that the test you take at an actual administration will have different questions,
although the proportion of questions in each subarea will be approximately the same. You
should not expect the percentage of questions you answer correctly in these practice questions
to be exactly the same as when you take the test at an actual administration, since numerous
factors affect a person’s performance in any given testing situation.
The sample questions are included to illustrate some of the formats and types of questions you
will see on the test; however, your performance on the sample questions should not be viewed
as a predictor of your performance on the actual test.
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Directions: Each of the questions or incomplete statements below is followed by four suggested
answers or completions. Select the one that is best in each case.
1.
The shaded land area of the map above indicates which of the following?
A.
B.
C.
D.
The regions affected by bubonic plaque
Conquests by the Russian monarchy
The greatest extent of Mongol control
The farthest spread of Buddhism
Answer and Rationale
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2.
Transition to agriculture in Mesoamerica differed from the transition to agriculture in
Southwest Asia in that the transition in Mesoamerica
A. occurred much earlier than the transition in Southwest Asia.
B. was driven by political decisions made by Mesoamerican rulers, whereas the transition
in Southwest Asia was driven by economic and demographic factors.
C. was not accompanied by the domestication of draft or pasture animals, whereas the
transition in Southwest Asia was accompanied by the domestication of such animals.
D. did not involve the domestication of cereal grains, whereas the transition in Southwest
Asia was based on the domestication of cereal grains.
Answer and Rationale
3.
During the 8th century C.E., which of the following pairs of empires competed for control of
central Asia?
A.
B.
C.
D.
The Byzantine empire and Han China
The Abbasid caliphate and Tang China
The Mongol empire and Gupta India
The Mughal empire and Sassanid Persia
Answer and Rationale
4.
The Phoenicians are best known for their achievements in which of the following areas?
A.
B.
C.
D.
Weapons technology
Trade and exploration
Literature
Agriculture
Answer and Rationale
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5.
Which of the following was the major result of the work of India’s Muslim League in
the 1940s?
A. The unification of Indians across religious and ethnic lines to achieve independence
from Great Britain
B. A growing division between the Westernized upper middle class and the majority
of Indians
C. Partition of the independent subcontinent into Muslim Pakistan and a secular but
predominantly Hindu India
D. The initiation of Indian nationalists’ negotiations with Britain’s wartime enemies of
Germany and Japan
Answer and Rationale
6.
Which of the following was the underlying cause of the 1994 Rwandan genocide?
A. The small size and limited powers of the United Nations peacekeeping force in Rwanda
B. The ethnic, economic, and political rivalries between members of Rwanda’s Hutu
majority and Tutsi minority
C. The territorial ambitions of Rwanda’s neighboring states, which led them to intervene
repeatedly in Rwandan affairs with the goal of destabilizing the country
D. The religious divide between mostly Muslim northern Rwanda and mostly Christian
southern Rwanda
Answer and Rationale
7.
During the Cold War the term “Non-Aligned Movement” referred to a group of
countries that
A. had rapidly developing economies based on technology and international finance, such
as Singapore, South Korea, and Taiwan.
B. avoided formal political or economic affiliation with either the Soviet or the Western
bloc, such as India, Indonesia, and Egypt.
C. were former colonies with White elites who continued to govern after decolonization,
such as Rhodesia and South Africa.
D. harbored foreign militant organizations and were ostracized by the Western bloc, such as
Libya and Iran.
Answer and Rationale
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8.
“The political situation in Africa today is heartening and at the same time disturbing. It is
heartening to see so many new flags hoisted in place of the old; it is disturbing to see so
many countries of varying sizes and at different levels of development, weak and, in some
instances, almost helpless. . . . The greatest contribution that Africa can make to the peace of
the world is to . . . [create] a political union which will by its success, stand as an example to
a divided world. . . . We have to prove that greatness is not to be measured in stockpiles of
atom bombs.”
— Kwame Nkrumah, first president of Ghana, 1961.
The ideas expressed by Kwame Nkrumah in the passage above are most representative of
the ideology of
A.
B.
C.
D.
Pan-Africanism.
the international socialist movement.
the anti-apartheid movement.
the liberation theology movement.
Answer and Rationale
9.
“Let the working man and the employer make free arrangements, and in particular let
them agree freely as to the wages; nevertheless, there exists a dictate of natural justice
more imperious and ancient than any bargain between man and man, namely that the wages
ought not be insufficient to support a frugal and well-behaved wage-earner. . . . [Employers]
are reminded that, according to natural reason and Christian philosophy, working . . . is
creditable, not shameful, to man, since it enables him to earn an honorable living.”
—Pope Leo XIII, Rerum Novarum, official pronouncement, 1891.
Based on the excerpt above, it can be concluded that Pope Leo XIII’s main purpose in
Rerum Novarum was to
A.
B.
C.
D.
argue that employers had an ethical and religious duty to treat their employees fairly.
purpose strict government regulations of labor markets.
support the formation and growth of trade unions.
warn against the danger of a possible communist revolution, if workers’ conditions
did not improve.
Answer and Rationale
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10. “Man being . . . by nature free, equal, and independent, no one can be . . . subjected to
the political power of another, without his consent.”
The statement above was most likely made by
A.
B.
C.
D.
John Locke.
Edmund Burke.
Bishop Jacques Bossuet.
Adam Smith.
Answer and Rationale
11. Which of the following was a major result of Japan’s Meiji Restoration?
A.
B.
C.
D.
Japan revived some aspects of feudal society
Japan granted Korea political and cultural autonomy
Japan sought alliances with Russia and China
Japan created a modern industrial economy
Answer and Rationale
12. The framers of the United States Constitution made the number of a state's seats in the
House of Representatives proportional to the
A.
B.
C.
D.
physical size of the state.
total population living in the state.
population of free people living in the state plus three-fifths of the slaves in the state.
population of property-owning males in the state.
Answer and Rationale
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13. Which of the following caused the largest number of deaths among Native Americans in the
colonial period?
A.
B.
C.
D.
Diseases such as smallpox
Enslavement by European settlers
Famines caused by game depletion
Problems caused by relocation
Answer and Rationale
14. In the period 1890 to 1914, the majority of immigrants to the United States came from
which of the following?
A.
B.
C.
D.
Germany, Great Britain, and Ireland
Italy, Austria-Hungary, and Russia
Ireland, Japan, and India
China, Brazil, and Scandinavia
Answer and Rationale
15. The Tea Act passed by Parliament in 1773 angered American colonists primarily because it
A.
B.
C.
D.
gave the British East India Company a monopoly on the tea trade.
dramatically increased the price of tea.
hurt tea planters in the North American colonies by lowering prices.
decreased the supply of tea available in the North American colonies.
Answer and Rationale
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16. Which of the following best summarizes the attitude of most delegates to the United States
Constitutional Convention in 1787 toward the development of political parties?
A. Parties would be beneficial to the growth of democracy.
B. Parties would eventually return the country to dependence on Great Britain because they
were suggestive of rule by monarchy.
C. Parties would divide the country into hostile camps and would be disruptive to the
conduct of political affairs.
D. Parties would ensure that the delegates would control the government of the new nation.
Answer and Rationale
17. President Lyndon Johnson's Great Society legislation was premised on a view of the role of
the federal government in domestic policy that was most similar to that of
A.
B.
C.
D.
Herbert Hoover.
Franklin D. Roosevelt.
Richard Nixon.
Ronald Reagan.
Answer and Rationale
18. Which of the following best summarizes the key policy goals of the second-wave feminism
movement of the 1970s?
A. Defending traditional gender roles at home and in the workplace, and opposing the
Equal Rights Amendment of 1972
B. Obtaining for women the rights to vote, own property, and engage in legal and
business transactions
C. Passing a legal prohibition of the sale of alcohol and limiting immigration
D. Demanding equal pay for equal work and removing restrictions on women’s
reproductive rights
Answer and Rationale
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19. The construction of an extensive road network funded by the federal government under the
Interstate Highway Act of 1956 changed the built form of metropolitan areas in the United
States by encouraging the
A.
B.
C.
D.
greater use of public transit for travel to work.
concentration of manufacturing in central cities.
shrinking of metropolitan areas in terms of the land area they occupied.
expansion of housing and jobs in suburbs.
Answer and Rationale
20. The decision of the Supreme Court of the United States in Brown v. Board of Education of
Topeka (1954) overturned the judicial precedent that had allowed
A.
B.
C.
D.
the teaching of evolution in public schools.
gender segregation in private schools and social clubs.
separate but equal public facilities for Black people and White people.
federal funding of local public schools and state universities.
Answer and Rationale
21. The Reagan Revolution of the 1980s had which of the following effects on political party
alignments in national elections?
A. Latino voters who formerly had tended to vote for Democrats in national elections
turned decisively to the Republican Party
B. White voters in the South who had voted for Republicans since the Reconstruction
turned to the Democratic Party
C. Working-class White voters who had formerly voted for Democrats began to turn to the
Republican Party
D. African American voters who had left the Republican Party in large numbers during the
Jim Crow era returned to the Republican Party
Answer and Rationale
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22. The end of the Cold War allowed the United States to
A. end its long-standing special relationship with Great Britain.
B. reduce its nuclear arsenal and limit the numbers of its troops stationed in
Western Europe.
C. reduce its military and foreign policy involvement in the Middle East.
D. renew its involvement in major military operations in Southeast Asia.
Answer and Rationale
23. Which of the following United States programs provided money, supplies, and machinery to
assist participating European countries in rebuilding after the Second World War?
A.
B.
C.
D.
Truman Doctrine
Atlantic Charter
Point Four Program
Marshall Plan
Answer and Rationale
24. The Trail of Tears relocated most of the Cherokee Nation to which part of the country?
A.
B.
C.
D.
Reservations in the Dakota Territory
Territory in present-day Oklahoma
Land acquired from the Mexican Cession
Land gained from the land dispute in Oregon country
Answer and Rationale
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25. Which of the following political figures was a governor who supported Georgia’s secession
from the Union but opposed some of the actions of Jefferson Davis during the Civil War?
A.
B.
C.
D.
Wilson Lumpkin
John B. Gordon
Joseph E. Brown
Rufus Bullock
Answer and Rationale
26. Which of the following best explains why the population of Georgia has expanded rapidly
since the 1960s?
A.
B.
C.
D.
The construction of accessible public transportation throughout the state
Growth in the population of farm workers on a per-acre basis
Large tax breaks for corporations based in Georgia
Diversification of the state economy and the invention of air conditioning
Answer and Rationale
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Answer Key and Rationales
Question
Number
Correct
Answer
1
C
Rationale
Option C is correct. Mongol power reached its height by the end
of the 13th century. The Mongols controlled an area from eastern
Europe to the Chinese coast. Mongol power fragmented soon
after 1300.
Back to Question
2
C
Option C is correct. Pre-Columbian Mesoamerican societies
had a few domesticated animals, including dogs, turkeys, and
Muscovy ducks, but they did not have large domesticated
mammals that could be used as draft or pasture animals. In
Southwest Asia, on the other hand, several important large
animal species — notably cattle, sheep, and goats — were
domesticated concurrently with (or shortly after) the adoption
of agriculture.
Back to Question
3
B
Option B is correct. By the middle of the eighth century C.E., the
Chinese Tang dynasty rulers had established Chinese rule over
most of the Tarim Basin (in present-day Xinjiang province), and
Tang armies had begun to press farther west into present-day
Kyrgyzstan, Kazakhstan, and Uzbekistan. At the same time, the
rulers of the newly established Abbasid caliphate in Baghdad,
having defeated their rivals of the Umayyad dynasty, were eager
to expand their territory into Central Asia. The armies of the two
empires met in battle at the Talas River in 751 C.E. with the
Muslim forces emerging victorious. The Battle of Talas River had
a long-lasting effect on world history because it effectively set the
limits on China’s westward expansion and ensured the long-term
predominance of Islam in Central and west-central Asia.
Back to Question
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Question
Number
Correct
Answer
4
B
Rationale
Option B is correct. The Phoenicians concentrated on trade
and exploration and pioneered shipbuilding and navigational
techniques. They traded and spread their knowledge throughout
the ancient Mediterranean world.
Back to Question
5
C
Option C is correct. The Muslim League organized to create
an independent Muslim state. The league persuaded the British
government that an independent India with a Hindu majority
would persecute Muslims. In 1947, the British split the Indian
subcontinent into two independent states: Pakistan, which was
largely Muslim, and India, which had a Hindu majority.
Back to Question
6
B
Option B is correct. Rwandan genocide occurred in the context
of an ongoing civil war between the Hutu-dominated Rwandan
government and a Tutsi-dominated rebel group, the Rwandan
Patriotic Front. Although a peace deal had been negotiated in
1993, tensions between the Hutu and Tutsi groups remained high,
and Hutu-controlled media in particular openly incited violence
against Tutsi and Hutu who supported or consorted with Tutsi.
Following the April 1994 assassination of President Juvénal
Habyarimana, hastily organized Hutu militias formed and, with the
active assistance of government forces and the media, carried out
the genocide, in which close to 1 million Tutsi were killed in less
than four months.
Back to Question
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Question
Number
Correct
Answer
7
B
Rationale
Option B is correct. Created at the 1961 Bandung Conference,
the Non-Aligned Movement consisted mostly of recently
independent former European colonies in Asia and Africa.
These countries were seeking to develop their economies and
modernize their societies but were concerned that cooperating too
closely with the communist bloc would amount to accepting a new
form of political and economic dependence — as illustrated by the
case of Yugoslavia, a communist country in Eastern Europe,
which became a founding member of the Non-Aligned Movement
as a way of asserting its independence from the Soviet Union.
The Non-Aligned Movement was designed to foster economic
development through cooperation among its member nations and
to act as a balancing force in international relations.
Back to Question
8
A
Option A is correct. In the passage, Nkrumah envisions the
unification of newly independent African countries in a bloc that
would “stand as an example to a divided world” (a reference to
the bipolar world of the Cold War era) and not participate in the
nuclear arms race. These principles — solidarity and cooperation
among African countries combined with an independent foreign
policy that avoided entanglements either with the Western block
or the Soviet bloc — formed the core ideology of Pan-Africanism,
of which Nkumah was a leading proponent. Although Nkrumah
also was a self-avowed Marxist socialist, the passage does not
directly reference socialist ideology or internal socialism.
Back to Question
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Question
Number
Correct
Answer
9
A
Rationale
Option A is correct. In the excerpt, Pope Leo XIII appeals to
individual employers on moral and religious grounds (“according
to natural reason and Christian philosophy”) to urge them to
provide fair living wages to their employees. Leo XIII was the first
pope to directly address the social and economic problems
created by the process of industrialization in Europe, the
emergence of an industrial proletariat, and the emergence of the
working class movement of the 19th century. While other parts of
Rerum Novarum expressed support for workers’ trade unions,
argued that governments have a responsibility to promote social
justice, including through business regulations, and warned
against the dangers of communism, the excerpted text does not
provide direct support for options B, C, or D.
Back to Question
10
A
Option A is correct. John Locke believed that the state existed
to preserve the natural rights of its citizens — the rights of life,
liberty, and property. Should the state fail in this protection,
Locke believed, citizens had the right to withdraw their support for
the state.
Back to Question
11
D
Option D is correct. In 1853, United States Commodore Matthew
Perry forced Japan to open its economy to international trade.
After futile resistance to Western intrusions and unequal trade
treaties, a group of samurai overthrew the shogun (hereditary
military governor) and restored the emperor in 1867. In order
to strengthen Japan, the Meiji reformers adopted Western
technology and created a government-stimulated, competitive
industrial economy.
Back to Question
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Question
Number
Correct
Answer
12
C
Rationale
Option C is correct. The apportionment of representation to the
House was the subject of debate at the Constitutional Convention
in 1787. States that were larger in population, particularly Virginia,
argued that the number of representatives should be determined
by population size. States that were smaller in population,
particularly New Jersey, argued for equal representation for all
states without regard to population. Meanwhile, southern states
with large populations of enslaved people did not wish to forgo the
greater influence in Congress promised by counting slaves as
people, although neither did they wish to imply that slaves were
citizens. Thus the states agreed that the slave population in each
state was to count as “three-fifths of all other persons.”
Back to Question
13
A
Option A is correct. Native Americans lacked immunity to many
common diseases carried by European explorers and settlers.
Smallpox and other diseases devastated Native American
populations in what is now the United States and elsewhere
in the Americas. The factors mentioned in the other answer
choices did not cause nearly so many deaths.
Back to Question
14
B
Option B is correct. In the 1880s, European agriculture began a
steady decline, especially severe for peasant-based agriculture.
Political oppression and religious persecution also continued
in eastern Europe. As a result, Italians and Hungarians, along
with people (particularly Jews) from Russia, the Ukraine, and
Poland left Europe in great numbers, seeking better conditions
in the United States. The First World War (1914 to 1918) and
restrictions on immigration imposed by the United States after the
war greatly reduced the numbers after 1924.
Back to Question
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Question
Number
Correct
Answer
15
A
Rationale
Option A is correct. Prior to the Tea Act of 1773, the British
East India Company had the sole right to ship tea from British
possessions in India to London, where some of the tea was sold
to colonial merchants who shipped it to the American colonies.
The Act took away this profitable trade from colonial merchants
by giving the company a legal monopoly on importing tea to the
colonies. In addition, the Act subsidized the price of tea, lowering
it to the point where smuggling tea from other sources (another
lucrative trade that many colonial merchants engaged in) was no
longer worthwhile. Together, these measures threatened to ruin
many colonial merchants.
Back to Question
16
C
Option C is correct. The framers of the Constitution generally
saw political parties (or “factions,” as they were commonly called
at the time) as a great danger to the republican government that
they were proposing. They feared that strong, organized political
divisions could paralyze the republic or even split it apart. Several
features of the Constitution were originally intended to minimize
the impact of political parties.
Back to Question
17
B
Option B is correct. The Great Society was a social program
implemented between 1964 and 1966 that included legislation
enabling the federal government to play a much greater role in
the struggle against poverty, in public education, in providing
health care to the elderly and the poor, and in addressing racial
and social inequalities in the United States. President Roosevelt's
New Deal programs were based on a similar expansive view
of the roles and responsibilities of the federal government in
addressing domestic social and economic problems. The policies
of President Hoover, President Nixon, and President Reagan
were premised on a much narrower view of government’s role in
domestic policy.
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Question
Number
Correct
Answer
18
D
Rationale
Option D is correct. Both reproductive rights and economic
equality with men in the workplace were among the foundational
principles of the National Organization for Women (NOW), the
preeminent organization associated with second-wave feminism.
Back to Question
19
D
Option D is correct. The road infrastructure created as a result
of the Interstate Highway Act hastened the process of population
movement from the cities to the suburbs. The new road network
reduced commuting times by automobile from the cities to the
suburbs and made living in the suburbs while continuing to work
in the cities a practical and attractive option for many people.
Many businesses soon followed suit, resulting in the flight of
jobs away from the increasingly impoverished central cities.
As a result of the act, the use of public transit declined, and
roads were often built over existing intraurban rail tracks in
cities such as Los Angeles.
Back to Question
20
C
Option C is correct. The Brown v. Board of Education of
Topeka decision overturned the ruling that the Supreme Court
had issued in the Plessy v. Ferguson case of 1896, upholding the
constitutionality of racially segregated "separate but equal" public
facilities. In the Brown v. Board of Education of Topeka decision,
the Supreme Court justices ruled, unanimously, that state laws
mandating racially segregated public schools deprived minority
students of equal educational opportunities and therefore violated
the equal protection clause of the Fourteenth Amendment to the
United States Constitution. The Brown decision did not apply to
gender or racial segregation in private schools or social clubs.
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Question
Number
Correct
Answer
21
C
Rationale
Option C is correct. Limiting the political influence of traditionally
pro-Democratic labor unions and appealing to White workingclass voters were central components of the Republican Party
strategy in the presidential campaigns of 1980 and 1984. As a
presidential candidate and then as president, Ronald Reagan
sought to attract White working-class votes by crafting a message
that emphasized economic opportunity and limited government
while also addressing — sometimes directly, sometimes obliquely
— White working-class economic and social anxieties (including
racial anxieties). Latino and African American voters mostly
continued to support the Democratic Party throughout President
Reagan's two terms in office, and southern White voters mostly
continued to support the Republican Party, as they had done
since the 1960s.
Back to Question
22
B
Option B is correct. As a result of a series of nuclear
disarmament treaties with the Soviet Union/Russia signed at
or after the end of the Cold War, the United States was able to
reduce its nuclear arsenal from approximately 25,000 warheads in
the 1980s to approximately 10,000 warheads in 2000, and further
to approximately 5,000 warheads by 2010. United States troops
deployed in Western Europe (mostly in West Germany) were also
reduced from a height of approximately 350,000 in the 1980s to
less than 200,000 in the 1990s and less than 100,000 after 2000.
Despite the end of the Cold War, the relationship between Great
Britain and the United States has remained strong; the strategic
importance of the Middle East to United States foreign policy has
grown, rather than shrunk; and the United States has not become
involved in any major military operations in Southeast Asia.
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Question
Number
Correct
Answer
23
D
Rationale
Option D is correct. Europe suffered extensive destruction
during the Second World War. In 1947 Secretary of State George
C. Marshall proposed the European Recovery Program, better
known as the Marshall Plan. It provided for large amounts of
financial and material aid to repair physical and economic damage
from the war. Many Western European countries took advantage
of this aid, and the plan was a crucial factor in Western Europe’s
postwar recovery.
Back to Question
24
B
Option B is correct. Following the Indian Removal Act of
1830, the forced relocation of Native American nations from the
southeastern United States to reserved territory in present-day
Oklahoma became known as the Trail of Tears. During the
relocation, many Native Americans suffered from disease,
starvation, and exposure.
Back to Question
25
C
Option C is correct. Joseph E. Brown, a Yale-educated lawyer,
was a strong supporter of seceding from the Union just before the
Civil War, in large measure because of his opposition to a strong
central government for the United States. However, he applied the
same ideology to the Confederate government during the war and
opposed several initiatives that Jefferson Davis saw as necessary,
including the Confederate draft, Confederate taxes, and imposition
of martial law.
Back to Question
26
D
Option D is correct. Since the 1960s, diversification of the state
economy, especially growth in manufacturing and service sector
jobs, as well as in agribusiness, has spurred an increase in
population. This trend was furthered by the introduction of air
conditioning.
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Study Plan Sheet
Content
covered
Description of
content
How well do
I know the
content?
(scale 1–5)
What
resources do I
have/need for
studying this
content?
Where can I find
the resources
I need?
Date
planned to
study this
content
Date
completed
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Preparation Resources
The resources listed below may help you prepare for the GACE assessment in this field. These
preparation resources have been identified by content experts in the field to provide up-to-date
information that relates to the field in general. You may wish to use current issues or editions to
obtain information on specific topics for study and review.
Journals
History Matters, National Council for History Education.
Theory and Research in Social Education, National Council for the Social Studies.
Other Resources
Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global History.
Volumes 1 and 2. Boston, Mass.: Houghton Mifflin. All editions published from 1998 to
the present.
Bentley, Jerry and Herbert Ziegler. Traditions and Encounters: A Global Perspective on the
Past. New York, N.Y.: McGraw-Hill. All editions published from 1999 to the present.
Bulliet, Richard, Daniel R. Headrick, David Northrup, Lyman L. Johnson, and Pamela Kyle
Crossley. The Earth and Its Peoples: A Global History. Boston, Mass.: Houghton Mifflin.
All editions published from 1997 to the present.
Hoffman, Elizabeth C., Edward J. Blum, and Jon Gjerde (Eds.) (2012). Major Problems in
American History, Volume I: To 1877, Documents and Essays, Third Edition.
Wadsworth/Cengage.
Hoffman, Elizabeth C., Edward J. Blum, and Jon Gjerde (Eds.) (2012). Major Problems in
American History, Volume II: Since 1865, Documents and Essays, Third Edition.
Wadsworth/Cengage.
Kennedy, David M., Lizabeth Cohen, Thomas A. Bailey (2006). The American Pageant,
Thirteenth Edition.
Roark, James L., Michael P. Johnson, Patricia Cline Cohen, Sarah Stage, Susan M. Hartmann
(2009). The American Promise, Fourth Edition, Combined Version (Volumes I and II).
Stearns, Peter, Stephen S. Gosch, and Erwin P. Grieshaber (1998). Documents in World
History. Vols. 1 and 2. New York, N.Y.: Longman.
Tindall, George B., David E. Shi (2009).. America: A Narrative History, Eighth Edition.
Wiesner, Merry E., William Bruce Wheeler, Franklin M. Doeringer, and Melvin E. Page (1997).
Discovering the Global Past: A Look at the Evidence, Volumes 1 and 2. Boston, Mass.:
Houghton Mifflin.
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Online Resources
College Board. Web Guide for AP World History —
http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/11296.html
College Board. AP World History: Example Textbook List —
www.collegeboard.com/html/apcourseaudit/courses/world_history_textbook_list.html
College Board. AP United States History: Example Textbook List —
www.collegeboard.com/html/apcourseaudit/courses/us_history_textbook_list.html
College Board. “Classroom Resources” section of the AP United States History Course Home
Page — http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/3501.html
Georgia Humanities Council. (2013). The New Georgia Encyclopedia —
http://www.georgiaencyclopedia.org/nge/Home.jsp
H-World Discussion Group — www.h-net.org/~world
London, Bonnie Bullard. (2005).Georgia and the American Experience. Clairmont Press —
www.mystatehistory.com/georgia/ga_05
National Standards for History. (1996) — www.nchs.ucla.edu/Standards/
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